Book reviews     

Laurent Gajo  Marju Toomsalu  Tove Skutnabb-Kangas  Gilles Forlot  Wendy D. Bockhorst-Heng  Dora Pellicer  Thành Lé Khôi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(4):399-414

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Associations between Phenylalanine-to-Tyrosine Ratios and Performance on Tests of Neuropsychological Function in Adolescents Treated Early and Continuously for Phenylketonuria     

Monica Luciana  Jill Sullivan  & Charles A. Nelson 《Child development》2001,72(6):1637-1652

Phenylketonuria (PKU) is a genetic disorder characterized by hyperphenylalaninemia. Treatment involves dietary phenylalanine restriction to prevent mental retardation. Because phenylalanine is involved in tyrosine synthesis and tyrosine is a catecholamine precursor, low tyrosine may lead to brain dopamine deficiencies. Because dopamine is involved in the modulation of prefrontally orchestrated executive functions, deficiencies may lead to executive impairments. Despite treatment, impairments in executive cognitive functions have been reported in young children with PKU. Outcome beyond middle childhood has not been extensively investigated. In this study, PKU-affected adolescents (N = 18) with normal-range IQ scores completed neuropsychological tests, and their performance was compared with unaffected peers (N = 16) and chronically ill controls (N = 17). Results demonstrated that the overall performance of the PKU group did not differ from that of the other two groups, but that performance of the PKU proband was associated with phenylalanine and tyrosine levels, and most strongly with phenylalanine-to-tyrosine ratios at several points in development. These findings provide a preliminary test of the dopamine hypothesis of PKU as it applies to adolescents and young adults.  相似文献   

Building on Each Other’s Ideas: A Social Mechanism of Progressiveness in Whole-Class Collective Inquiry     

Marc Clarà 《学习科学杂志》2019,28(3):302-336

In recent decades, important advances have been made in understanding how discursive symmetry can be achieved in whole-class dialogue. However, very little is known about how this dialogue may progress in the sense of critically linking ideas in coherent lines of collective inquiry. This article investigates this issue by analyzing 4 consecutive sessions of a science class with children ages 8 to 10 and identifies a social mechanism that can explain the emergence of progressiveness in collective inquiry. The identified mechanism consists of a series of iterations of the sequence (Direction) → Inference ? Observation ? Consensus → Fixation. This sequence enables the transition from local to collective agency and meaning. Direction creates a gap in a semantic structure, leading to the local formation of an inference. This inference then escalates through observation and consensus before finally being fixed through the creation of an artifact that reifies it as a collective meaning. Based on this collective meaning, a new direction leads to a new local inference, and the cycle begins again.  相似文献   

Can massive communities of teachers facilitate collaborative reflection? Fractal design as a possible answer     

Marc Clarà  Nick Kelly  Teresa Mauri  P. A. Danaher 《Asia-Pacific Journal of Teacher Education》2017,45(1):86-98

This paper explores the possibility that virtual communities of teachers with large numbers of members (referred to as massive communities of teachers) can offer support to novice teachers by means of collaborative reflection. The paper examines and conceptualises some problems found in professional massive communities and proposes that massification can dilute what some authors have called social presence or engagement. It is argued that this dilution, among other problems, very much hinders collaborative reflection among members of the community. Collaborative reflection is argued to be a crucial part of the support that novice teachers need in their first years in the profession. Therefore, a challenge is envisioned for massive communities of teachers to avoid the dilution of social presence or engagement. The authors argue that this dilution can be overcome by the use of multiple layers within a platform, referred to as fractal design.  相似文献   

Comparison of Team-Based Learning versus Traditional Lectures in Neuroanatomy: Medical Student Knowledge and Satisfaction     

Alice B. Rezende  André G.F. de Oliveira  Thiago C. Vale  Luciana A.S. Teixeira  Alba R.A. Lima  Alessandra L.G. Lucchetti  Giancarlo Lucchetti  Sandra H.C. Tibiriçá  Oscarina S. Ezequiel 《Anatomical sciences education》2020,13(5):591-601

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Science Teachers’ Thinking About the Nature of Science: A New Methodological Approach to Its Assessment     

Ángel Vázquez-Alonso  Antonio García-Carmona  María Antonia Manassero-Mas  Antoni Bennàssar-Roig 《Research in Science Education》2013,43(2):781-808

This paper describes Spanish science teachers’ thinking about issues concerning the nature of science (NOS) and the relationships connecting science, technology, and society (STS). The sample consisted of 774 in-service and pre-service teachers. The participants responded to a selection of items from the Questionnaire of Opinions on Science, Technology & Society in a multiple response model. These data were processed to generate the invariant indices that are used as the bases for subsequent quantitative and qualitative analyses. The overall results reflect moderately informed conceptions, and a detailed analysis by items, categories, and positions reveals a range of positive and negative conceptions about the topics of NOS dealt with in the questionnaire items. The implications of the findings for teaching and teacher training on the themes of NOS are discussed.  相似文献   

Analysis of the lateral push-off in the freestyle flip turn     

Luciana Araujo  Suzana Pereira  Roberta Gatti  Elinai Freitas  Helio Roesler 《Journal of sports sciences》2013,31(11):1175-1181

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Exercise intensity optimization for men with high cardiorespiratory fitness     

Luciene F. Azevedo  Patrícia S. Perlingeiro  Patrícia C. Brum  Ana Maria W. Braga  Carlos E. Negrão  Luciana D. N. J. de Matos 《Journal of sports sciences》2013,31(6):555-561

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Languages of origin and education in Europe: A systematic review     

Astrid Codana Alcántara  Angelina Sánchez-Martí  Jordi Pàmies Rovira 《European Journal of Education》2023,58(1):151-165

European education policies have tended to cultivate linguistic hegemony and preserve cultural uniformity, which has made it difficult for schools to support different cultural backgrounds. This has contributed to the promotion of artificial monolingual interactions that reinforce linguistic decapitalisation processes. The aim of the review on which this article reports was to investigate the treatment and education of languages of origin in Europe. We present findings from a systematic review of scientific articles published during the period 2010–2020. The main findings indicate that language and nationality are equated in European discourses and that public policies are promoted accordingly. These articulations draw on models that alternate between assimilationism and multiculturalism. Both assimilationist and multiculturalist approaches are detrimental to the supposed objective: that of promoting multilingualism. Thus, it is urgent that a consensus be reached, and certain public policies and educational practices promoted which are respectful of linguistic diversity, since the future social cohesion of our multicultural societies depends on this.  相似文献   

Strengthening education through collaborative networks: leading the cultural change     

Jordi Díaz-Gibson  Mireia Civís-Zaragoza  Joan Guàrdia-Olmos 《School Leadership & Management》2014,34(2):179-200

Educational partnerships with area-based approaches comprise an increasingly well-grounded and internationally extended strategy for equitable improvement. However, literature shows a lack of focused inquiry on the assessment of these educational collaborative programmes. This article aims to develop and validate an instrument to assess these types of programmes across countries. Two successful programmes were assessed in Spain and the USA in order to test the validity of the measurement model. Results confirm that the model provides a valid tool to assess the effectiveness of collaborative performance, helping school principals, district leaders and policy-makers to enact evidence-based decision-making.  相似文献